Research has demonstrated that computer assisted instruction (CAI) can have positive impacts on various literacy skills, however its impact on specific comprehension skills is currently unclear. This study employed a small-scale randomized control trial to examine the impact of a researcher-developed adaptive computer assisted instructional program, Digital Comprehension, on 47 upper elementary struggling readers' comprehension skills, specifically main idea identification. Students were randomly assigned to treatment and control groups, with students in the treatment group engaging in the Digital Comprehension program and students in the control group receiving only business-as-usual classroom instruction. Students completed measures assessing main idea and general reading comprehension skills at pre- and post-intervention. Students in the treatment group demonstrated statistically significant greater growth in main idea skills than students in the control group. No main effect for the intervention was found for general reading comprehension skills, although there was a significant interaction between condition and student's pretest scores. Results indicate that adaptive CAI may be an effective means for remediating struggling readers' main idea skills.

中文翻译：

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自适应计算机辅助教学对阅读理解的影响：识别主要思想

研究表明，计算机辅助教学 (CAI) 可以对各种识字技能产生积极影响，但其对特定理解技能的影响目前尚不清楚。本研究采用小规模随机对照试验来检查研究人员开发的自适应计算机辅助教学程序“数字理解”对 47 名高年级学生的理解能力的影响，特别是主要思想识别。学生被随机分配到治疗组和对照组，治疗组的学生参加数字理解计划，对照组的学生只接受一切照旧的课堂教学。学生在干预前和干预后完成了评估主要思想和一般阅读理解技能的措施。与对照组学生相比，治疗组的学生在主要思想技能方面表现出统计学上显着的增长。没有发现干预对一般阅读理解技能的主要影响，尽管条件和学生的预测试分数之间存在显着的相互作用。结果表明，自适应 CAI 可能是纠正陷入困境的读者的主要思想技能的有效手段。